刊讯｜《中国文字》2022年第1期

导语

随着国际中文教育的发展，汉字教学的重要性和特殊性已受到学界越来越多的关注。JCWS本年度第一期是汉字教学专刊，讨论了第二语言教学中汉字教学的问题与解决方案。编辑部率先推出“编者的话”，向读者介绍本期内容。

封面

Special Issue: Teaching of Chinese characters in TCSL/TCFL

编者的话

Editor’s words

上海外国语大学国际文化交流学院副院长朱建军教授

Chinese character teaching is one of the fundamental parts in teaching Chinese as a second language. However, teaching practice has shown that cognition of characters is a common difficulty in Chinese language learning. For the learners that are not of the Sinosphere, Chinese character learning could even be a burden. Chinese character teaching, in a manner of speaking, has become the bottleneck in the development of teaching Chinese as a second language. The five papers in this volume will discuss about Chinese character teaching from different angles.

Yang’s paper investigates teenage beginners’ perceptions of learning Chinese characters and their perceived effective strategies for learning in a British secondary school. Sixteen beginners learning Chinese as a second language from 12 to 16 years old participated in the study. Results indicate that both memory and cognitive strategies were useful for character learning from learners’ perspectives.

Deng & Hu’s paper investigates the handwriting errors by Chinese as a foreign language learners of eight countries and three language families, including wrongly written characters and misused characters, with interlanguage corpora. This research is instructive in the teaching of Chinese character handwriting. It points out the problems and countermeasures of online Chinese character handwriting courses during the pandemic and thus contributes advice to online Chinese character teaching during the long-term future.

Wang & An’s paper investigated the characteristics of good Chinese second language readers by observing their eye-movement patterns in reading articles manipulated to highlight different linguistic features. Results showed that good readers should be defined as both accurate and fast readers, although the two traits did not correlate with each other. Both reading universals and writing system specific features were found to be effective in explaining Chinese as a second language reading processes.

Liu & Song’s paper aims to study the research papers on Chinese character teaching in the field of International Chinese Language Education in the past 15 years. A comprehensive survey of 205 journal papers and theses is conducted from the perspectives of types of researches, types of learners and research topics, based on which the research trends and the existing problems in this field are analyzed, and corresponding suggestions are made.

Zhu & Yang’s paper aims to study through a questionnaire survey the needs of learners of Chinese as a second language for learning traditional Chinese characters. To achieve the aim, analysis was conducted from various perspectives such as the learners’ background, Chinese proficiency, Chinese instruction, exposure to traditional Chinese characters and attitudes towards traditional Chinese characters. Factors that influenced the participants’ learning needs and motivations were analyzed with the Statistical Package for the Social Sciences.

Research on Chinese character teaching has gained fruitful achievements, but there is still a long way to go to effectively solve the difficulties in Chinese character learning. Since Chinese characters are imbedded with Chinese culture, promoting Chinese characters should be an indispensable part in the attempt of Chinese culture “going out”. So, in the new era that features modernization, internalization and globalization, scholars in different fields have to make unremitting efforts to explore and discuss how to effectively interpret and teach Chinese characters.

Sincere thanks are due to the editorial committee for publishing the papers above. We hope that more and more scholars join us in Chinese character teaching and research, and promote its development together.

Guest editor: Zhu Jianjun

School of Chinese Studies and Exchange

Shanghai International Studies University

在汉语作为第二语言教学中，汉字教学是最为基础的环节之一。然而，教学实践表明，汉字的认知是汉语学习中遇到的一个普遍的难题，尤其是对于非汉字文化圈的学习者来说，汉字的学习更是成了一种沉重的负担。可以说，汉字教学已经成了制约汉语作为第二语言教学发展的瓶颈。本期的五篇论文从不同角度围绕汉字教学这一主题展开了讨论。

杨娟的论文对英国一所中学的16名12～16岁的汉语初学者的汉字感知问题进行了个案分析。研究发现，从学习者的角度来看，记忆策略和认知策略最为有效。

     邓司琪和胡文华的论文利用中介语语料库，研究了来自8个国家、3大语系的汉语学习者的汉字书写错误和汉字偏误。此项研究对于推动汉字教学具有积极的指导意义。

     王骏和安娜的论文通过眼动实验考察了汉语作为第二语言的善读者所具有的特征。研究表明，善读者应具备准确和快速这两个特征，尽管这两个特征并不相关。研究还发现，阅读共性和文字系统的特征都能有效地解释汉语作为第二语言的阅读过程。

     刘承峰和宋汉林的论文以近15年国际中文教育领域的汉字教学研究论文为对象，对205篇期刊论文和学位论文进行全面调研，总结研究趋势，发现其中存在的问题，并提出相应的建议。

     朱建军和杨昱杰的论文以问卷形式从多方面考察了100名汉语作为第二语言学习者的繁体字认读需求，并通过SPSS统计软件量化分析了影响被试学习需求和不同动机的因素。

     学术界关于汉字教学的研究可以说是成果丰硕，但在有效解决汉字难学的问题上仍任重而道远。汉字是中华文化的载体，汉字走向世界是中华文化“走出去”的题中应有之义。面对现代化、国际化、全球化的时代，如何科学地阐释汉字、有效地教授汉字，需要不同领域的学者不断地进行讨论和探索。

     由衷地感谢编委会提供如此宝贵的机会发表上述研究成果！同时，我们也希望能有越来越多的学者关注汉字教学，推动汉字教学的改革，让汉字不再难学。

特约编辑：朱建军

上海外国语大学国际文化交流学院

目录

摘要

Teenage beginners’ perceptions of learning Chinese characters: A case study

英国青少年汉语初学者汉字感知问题个案分析

Juan Yang

杨娟

Shanghai International Studies University, China

上海外国语大学

Abstract

This study investigates teenage beginners’ perceptions of learning Chinese characters and their perceived effective strategies for learning in a British secondary school. A qualitative methodology with semi-structured interviews is adopted in the case study. Sixteen beginners learning Chinese as a second language from 12 to 16 years old participated in the study. Results indicate that students are generally keen to learn and memorize characters. The challenge that students face is the large number of characters to be memorized in terms of pronunciation, orthographic forms, and meanings. Learners also express their dilemma of following the correct stroke order when practicing writing. Moreover, reviewing flashcards, writing practice, making use of radicals and orthographic clues, as well as interactive activities, are reported as effective ways of learning by students. It indicates that both memory and cognitive strategies were useful for character learning from learners’ perspectives. The key factor affecting students’ commitment to learning comes from their pleasant learning and instructional experience. Implications are drawn from the results regarding learning and teaching Chinese characters with young learners in secondary schools. 

Keywords

Beginner CFL learners, beliefs, Chinese characters

What are the characteristics of good Chinese second language readers? Evidence from eye movements

基于眼动实验的汉语第二语言善读者特征研究

Jun Wang and Na An

王骏、安娜

Shanghai Jiao Tong University, China

上海交通大学

Abstract

This study investigated the characteristics of good Chinese second language readers by observing their eye-movement patterns in reading articles manipulated to highlight different linguistic features. Participants’ linguistic resources were included as covariant variables. Results showed that good readers should be defined as both accurate and fast readers, although the two traits did not correlate with each other. Accurate reading was predicted by good orthographic knowledge, while fast reading was predicted by good lexical knowledge. Longer sentences did not show a significant impact on readers’ performance, which might imply that higher-level processes did not contribute as much as lowerlevel processes to the construction of good reading capabilities. All results were validated, while text readability was checked across different reading materials. Both reading universals and writing system specific features were found to be effective in explaining Chinese as a second language (CSL) reading processes. The research findings also informed the instruction of CSL reading, as Chinese is a very challenging logographic text. 

Keywords

Chinese second language reading, eye movement, good Chinese second language reader, readability

An examination of Chinese character writing errors: Developmental differences among Chinese as a foreign language learners

汉字书写偏误的考察：汉语作为第二语言的学习者的发展差异

Siqi Deng

邓司琪

Beijing Foreign Studies University, China

北京外国语大学

Wenhua Hu

胡文华

Fudan University, China

复旦大学

Abstract

With interlanguage corpora, this study investigates the handwriting errors by Chinese as a foreign language (CFL) learners from eight countries and three language families (Indo-European languages, Slavic languages, Romance languages), including wrongly written characters and misused characters. The results indicate that the most common mistake among elementary, intermediate and advanced learners is wrongly written characters mainly caused by misuse of components, especially confusion between components and miswriting of components. Besides, stroke errors also matter. The reduction and improper location of strokes, in particular, trouble learners a great deal. As to the misused characters, how to differentiate similar characters is where the difficulties lie. On the whole, from the elementary stage to the intermediate stage, both types of errors decrease significantly, while after the intermediate stage, the decrease of wrongly written characters is more significant than that of the misused characters. Moreover, for advanced learners, the frequencies of these errors are basically the same. The study findings demonstrate that it is crucial for CFL learners to rapidly develop their awareness of orthography between the elementary and intermediate stages. This will last roughly 9 months. Advanced learners are usually well aware of orthography, but their awareness development of the form, pronunciation and meaning is not synchronized. They still make mistakes with details when writing. This research is instructive in the teaching of Chinese character handwriting. It points out the problems and countermeasures of online Chinese character handwriting courses during the pandemic and thus contributes advice to online Chinese character teaching during the long-term future.

Keywords

Chinese character acquisition, Chinese writing system, errors, learner differences, second-language learners

A survey on traditional Chinese characters learning needs of learners of Chinese as a second language

汉语作为第二语言学习者繁体字认读需求调查

Jianjun Zhu and Yujie Yang

朱建军、杨昱杰

Shanghai International Studies University, China

上海外国语大学

Abstract

This paper aims to study through a questionnaire survey the needs of learners of Chinese as a second language for learning traditional Chinese characters. To achieve the aim, analysis was conducted from various perspectives such as the learners’ background, Chinese proficiency, Chinese instruction, exposure to traditional Chinese characters and attitudes towards traditional Chinese characters. Factors that influenced the participants’ learning needs and motivations were analyzed with the Statistical Package for the Social Sciences. The results showed that the participants had a moderate level of traditional Chinese characters learning needs, and that reading and appreciating arts were two most significant motivations for learning traditional Chinese characters.

Keywords

Learners of Chinese as a second language, learning needs, traditional Chinese characters

Researches on Chinese character teaching in the field of International Chinese Language Education in the past 15 years

近十五年国际中文教育领域汉字教学研究调研

Chengfeng Liu and Hanlin Song

刘承峰、宋汉林

School of International Chinese Studies, East China Normal University, China

华东师范大学国际汉语文化学院

Abstract

This paper aims to study the research papers on Chinese character teaching in the field of International Chinese Language Education in the Chinese journals in the past 15 years. A comprehensive survey of 205 journal articles and theses is conducted from the perspectives of types of researches, types of learners, and research topics. Based on this the research trends and the existing problems in this field are analyzed, and corresponding suggestions are given.

Keywords

Chinese character, International Chinese Language Education, research, 15 year survey

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